A study examined the ways in which children recall structured text. Subjects, eighty-eight 12- to 13-year-old children, studied a short passage for five minutes which was printed in either a "chunked" format (where phrases are segmented or presented on separate lines) or a "traditional" one. The children were then asked to write the passage out from memory. Results indicated that "chunking" did not significantly affect recall; however, the format of the presentation affected the format of the recall, with 44 out of 44 children in the chunked condition recalling in a chunked format, and virtually all of the 44 children in the traditional condition writing out their passages in the traditional way. (A table summarizing the results of 30 studies on structured text, a table of data, and 2 figures presenting materials used in informal and formal experiments are included; 42 references and a scoring sheet are attached.) (Author/RS)